Transformative Educational Practices that Connect Learning and Identity:

Potential of the “Funds of Identity” Approach

Abstract

This paper aims to explore the theoretical background and practical appli- cations of Moisès Esteban-Guitart’s Funds of Identity approach as an effort to create learning experiences that emphasize learner identity within educational practices, essentially practicing pedagogy from a student voice perspective. The paper sets two objectives and elucidates the following:

Firstly, a retrospective analysis of the theoretical evolution of the Funds of Knowledge/Identity approach reveals a conscious effort within certain research groups to counter the risks of depoliticization. This effort is seen as a response to the challenge of deficit thinking, suggesting an opposition to the depoliticized use of Funds of Knowledge/Identity.

Secondly, examining practical cases of early childhood education utilizing the Funds of Identity approach highlights the possibility of practices that not only avoid depoliticization but also respect children’s unique experiences and creativ- ity. This is achieved without imposing the kind of ’top-down’ interventions often associated with radical pedagogy, ensuring a balanced and respectful educational practices.

Furthermore, the paper sheds light on the concept of student voice in educational practices. It suggests that student voice, traditionally understood as a metaphor for direct and active expression by students, can also be interpreted through cultural artifacts as seen in the Funds of Identity approach. This broader inter- pretation of student voice implies a more inclusive and nuanced understanding of how students can express and engage within their learning.